Lee and Marlene Canter’s
Assertive Discipline
Assertive Discipline
The Theory
 Focuses on creating a classroom based on the rights
and needs of both the students and the teacher in the
classroom
 The climate of the classroom needs to be calm and
caring
 Behavior must be humanely managed
 What are the rights and needs of both students and
teachers, according to the Assertive Discipline
model?
Rights and Needs
 Students
1. Warm, supportive
classroom/teacher
2. Learning
3. Safety
4. Limits
 Teachers
1. Support from
administration/parents
2. Teaching
3. Respect and trust
4. Enforce limits
Primary Teachings…
1.
In order for teachers to teach and students to learn, the rights and needs
of all must be met.
2.
Teacher’s rights include a classroom free of disruption and support from
administration and parents to establish this.
3.
Teachers must remember that their mission is to teach students and being
in control of the classroom is key to accomplish this.
4.
Teachers must model the behavior that they want to see in their students.
5.
Teachers need to directly teach students appropriate behavior.
6.
Teacher’s need a discipline plan based on mutual respect and trust.
7.
The plan must include both positive and negative consequences
8.
Directives to students must be worded in a positive manner.
9.
Teachers can be successful with all students, even “difficult” ones.
Teachers and Assertive
Discipline
According to the Canters, how do teachers interact with
their students?
Hostile teachers see their students as “adversaries”. They see their
relationship as a power struggle, needing to “lay down the law” and
use harsh, loud commands to do this.
•
•
With hostile teachers students will:
Feel that they are not liked
Feel “unjustly controlled”
The “opposite” behavior by a teacher is also possible…
Teachers and Assertive
Discipline
Nonassertive teachers behave passively towards students. They
are inconsistent in their discipline plan and apply rules and
procedures in an arbitrary manner.
With nonassertive teachers, students will:
•Feel that the teacher is “wishy-washy” and will not take the teacher’s
directives seriously!
•Act confused about what is expected of them
The “ideal” teacher, according to the Assertive Discipline
Model, is…
Teachers and Assertive
Discipline
Assertive!
Assertive teachers are clear, consistent and confident. They are
consistent in with discipline and apply rules and procedures in a
manner that encourages students to behave in an acceptable
manner.
With assertive teachers, students will:
•Have their needs meet.
•Know that they have rights and that they will be respected.
•Have trust in their teacher and their teacher’s words and actions.
Good Discipline:
A Step-by-Step Approach
According to the Canters, good discipline is learned! Good
discipline is the “fruit” of creating a classroom environment of
mutual respect and trust.
How to begin?
1.
Listen to students. Get to know them as individuals. Take an interest
in them as people. This includes communication with their parents, guardians
or caregivers.
2.
Teach them how to behave. Teachers must model the behavior that
they expect their students to exhibit. Establish clear routines and procedures in
the classroom. Make sure that students understand what is expected. This may
need to be reinforced and reevaluated often through positive repetition of rules
and/or procedures.
A Step-by Step Approach
3.
Have a Plan! This plan needs to include rules that are stated clearly and
positively. For example, say “keep your hands to yourself” rather than “show
respect to others.” It is very important that consequences are used consistently.
-
Should include both negative and positive consequences
-
Positive consequences are used when the teacher catches a student
“being good”
-
Negative consequences should be used when students misbehave
or interfere with the rights of others to learn. Students should be
aware of consequences. (step 2)
They should never include physical or psychologically harmful forms of
punishment!
A Step-by-Step Approach
4. The Plan should have:
 A “discipline hierarchy” that establishes clear consequences
that get increasingly harsher if infractions of rules or
directions are repeated.
 The only effective way to make this work is to keep track of
student behavior. There are a variety of ways that this can
be accomplished.
 Clearly post rules and consequences!
Difficult Students
According to the Canters, most students will respond well by using
their techniques. However, there will be some who may not, for a
variety of reasons. These “difficult” students need more attention
and guidance.
How can these students be included?
• Reach out to them. Respond to them, don’t just react.
• Build a trusting relationship with them. Get to know them.
• Students may have special needs, such as “extra attention, firmer limits,
motivation.”
•The teacher should determine which need is the primary need and fill that
need first.
Difficult Students
Some suggestions for working with difficult students:
•
Write reminders to praise students with positive remarks that are genuine!
•
Be aware of “nondisruptive”misbehaviors, such as withdrawing,
daydreaming, doodling etc. Use positive ways of redirecting such as eye
contact, physical proximity or calling on students.
•
Reactive confrontations may worsen relationships. The Canters suggest the
following:
1. Stay calm
2. Depersonalize the situation
3. Is it an covert or overt confrontation? Covert is when the student mumbles or sneers but
doesn’t verbally confront. Overt is when the student draws other students into the situation
while defying the teacher.
4. Back-off hostile students! Deal with the whole class first. Talk with the student privately at
a later time.
Strengths of Assertive
Discipline
“It Works”
McCormack (1989)
“Assertive Discipline can be a basis on which to build a more
comprehensive model of discipline, can raise and clarify teacher
expectations for behavior.”
McDaniel (1989)
“Perhaps the most telling evidence of the strength of Assertive Discipline
is its continued widespread popularity, which suggests that it provides
educators skills that work well for their students and themselves.”
Charles (2002)
Criticism of Assertive
Discipline
…criticized for being unnecessarily harsh and too focused
on suppressing unwanted behavior rather than on helping
students learn to control their own behavior.”
Charles (2002)
“…we find no evidence that Assertive Discipline is an
effective approach deserving schoolwide or
districtwide adoption.”
Render, Padilla, & Krank (1989)
Some final thoughts…
“I could site other studies that support the effectiveness of Assertive
Discipline, but the real test of any educational approach is its use by
teachers, in classrooms, with students. Assertive Discipline undergoes
that testing in tens of thousands of classrooms every day.”
Canter (1988)
“The Canter’s continually modify their approach to ensure that it
remains effective as social realities change. Earlier they focused on
teachers being strong leaders in the classroom, while now they
emphasized the building of trusting, helpful relationships between
teachers and students.”
Charles (2002)